الفهرس 
A suggested program based on differentiated instruction approach for developing english reading and writing skills among secondary stage students
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Abstract
The current study attempted to investigate the effect of a suggested program based on differentiated instruction approach on developing integrated reading and writing skills among first year secondary stage students in English language. The study is a quasi-experimental design using two groups with pre and post treatment. The participants consisted of sixty two female students of first year secondary schools. The participants were selected from two girls’ schools: Gamal Abdel-Nasser governmental secondary school for girls (experimental group) and Al-Orman secondary school for girls (control group). To examine the effect of different teaching strategies on students{u2019} performance, experimental group was divided into three groups (visual, auditory, and kinesthetic) according to the VAK model. The instruments were: a questionnaire of students’ learning styles, a questionnaire of students’ interests, an integrated reading and writing checklist and a pre-post reading/writing test. The pre-post reading/writing test was administered to both groups. The study results indicated that there is a statistically significant difference at 0.01 among the mean scores of the experimental and control groups on the post-administration of the reading/ writing test in favor of the experimental group. In addition, the statistical analysis indicated that there was a statistically significant difference among the students of experimental sub-groups’ (auditory-visual-kinesthetic) mean scores on the pre-post administrations of the reading/writing skills in favor of the post-administration